Our Curriculum at Frome College
Year 9 – Transitioning to GCSE
Students select their GCSE options in Year 8 before joining the College in Year 9. During Year 9 students consolidate their KS3 learning while transitioning into the KS4 option subjects. We ensure any gaps in learning are closed and students work on the skills and knowledge areas to ensure they build the breadth of understanding needed for success at GCSE. This process also allows us to maintain 4 GCSE options for all students when many schools have reduced to only 3, thus supporting high numbers of students in many of the arts subjects; something that resonates with the local community, tapping into part of the DNA of the town of Frome.
Year 10 and 11 – GCSE success
Transition to GCSEs during Year 9 affords subjects the time to go beyond the syllabus to build a deep understanding and enjoyment of the GCSE option subjects students select. All our Key Stage 4 options have a clear route to higher study within the Sixth Form curriculum and the majority of students stay on to develop both academically and personally in our Post 16 Centre Frome Futures.
Post 16- bridging into higher education, employment or training
Post 16 students are able to choose from a range of over 30 subjects; continuing with our commitment to offer a broad curriculum. Some students may follow a traditional A level pathway; whether that be three or four qualifications. Others will follow a blend of vocational and A level subjects whilst some may pursue our World of Work pathway- a combination of work experience and on site learning.
Aims
Our curriculum aims to:
- Provide a broad and balanced education for all students
- Enable students to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations
- Support students’ spiritual, moral, social and cultural development
- Support students’ physical development and responsibility for their own health, and enable them to be active
- Promote a positive attitude towards learning
- Ensure equal access to learning, with high expectations for every student and appropriate levels of challenge and support
- Provide subject choices that support students’ learning and progression, and enable them to work towards achieving their goals
- Develop students’ independent learning skills and resilience, to equip them for further/higher education and employment
Equality and the Curriculum
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the nine principles set out in our Equality Policy (found here) which are:
Principle 1: All learners, parents/carers, governors and staff are of equal value
Principle 2: We recognise and respect difference
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging
Principle 4: We observe good equalities practice in staff recruitment, retention and development
Principle 5: We aim to reduce and remove inequalities and barriers that already exist
Principle 6: We consult and involve widely
Principle 7: Society as a whole should benefit
Principle 8: We base our practices on sound evidence and openness about the issues that face us
Principle 9: We formulate and publish specific and measurable objectives.
SEND access to the Curriculum
All students are encouraged to be fully integrated into every aspect of college life as possible, both academically and socially.
Teachers will respond to student’s special educational needs by using a range of strategies. Lessons will have clear learning objectives; work will be differentiated appropriately and assessment used to inform the next stage of learning.
Extra support for students in classes is provided, where necessary, by a member of the Learning Support team. On occasions, a student may be withdrawn from a lesson so that they can receive more intensive support from a member of the team or visiting specialist. This takes place in the Learning Support classrooms and may be one to one or part of a group. The college is aware of the sensitivities of this strategy for a student and will always explain to the student the reason for any withdrawal from lessons. Parents/Carers will be informed.
Further information about SEND can be found here.
FCC Curriculum Model
